Multimedia Applications for Supportive Language Learning for Students with Dyslexia in Secondary Schools in Port Harcourt Metropolis, Nigeria

The study investigated dyslexia styles in Public Secondary Schools in Port Harcourt Metropolis, Nigeria using a battery of tests and observation on writing, reading, memory, speed of processing information built on self-structured instrument Dyslexia Achievement Test (DAT). The dyslexics were treated with multimedia applications videos – audio in order to support their language learning. Learning outcomes was measured using the Managing Dyslexia through multimedia modes (MDMM). These instruments validated by experts in language instruction had reliability coefficients of 0.87 and 0.74, determined using Kudar Richardson KR-20 reliability formula. Thirty dyslexic students were used for the study from two schools selected using a purposive sampling technique. The main problems of dyslexia were phonological processing and visual perception, writing difficulty and comprehension difficulty (19.67% of sample. Findings of the study are that dyslexia remediation can be conducted using multimedia resources with improved achievement of 42.5%, 54.62% and 56.4%, 61.57% in oral and written comprehension. There was a significant difference between student’s pre-test scores and post-test scores after treatment. It is recommended that dyslexic students be treated with multimedia language instruction modes in order to improve on their language requisition and achievement. Teachers should investigate at the entry behaviour stage of English learners in secondary schools, to identify and classify incidences of dyslexia for remediation.